Drawing on qualitative data from 31 interviews with teachers and students in higher education in the UK, this article demonstrates the extent to which students, when compelled to write reflectively for assessment purposes, perform their reflective writing for at least one of three audiences: their assessment criteria, their teachers, and a general "Other". It shows that students are strategic and audience-aware in their reflective writing, whether or not teachers acknowledge audience as a legitimate concern, and argues that we need to welcome the concept of performance into reflective practices, and to allow reflection to take account of the addressivity of writing.